LEADERSHIP STYLE AS IT RELATES TO SCHOOL CLIMATE AND THE IMPACT ON STUDENT ACHIEVEMENT

When measuring a school's climate, the single most determining factor of an effective learning environment is the school's leadership. A leader must be a forward looking visionary ready to share and implement new ways of a successful learning environment within his/her school. Due to the changes in educational requirements "principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement" (Fullan, 2002). School climate as defined by Hoy and Miskel (2001) is "a set of internal characteristics distinguishing one school from another as it influences the behaviors of each and every member of the school". Despite the difficulties inherent in demoralized schools, leaders can work to restore hope by connecting the school to the community, creating space for listening, and cultivating an environment of care. When teachers feel truly respected by their colleagues and the greater community, they are energized to work together on behalf of the whole school and community. The ultimate aim is to build a positive and healthy school culture where teachers, staff, students, and families thrive in an environment of joy and progress, filled with hope and exuberance (ASCD, 2018). A creative, knowledgeable, inspiring educational leader is a vital factor in creating a positive school climate (ASCD, 2018). Over and over, research has proven that a positive school climate improves school achievement as well as allowing a student to gain a sense of belonging. Leaders can not act in silos rather effective leaders are those who speak openly and freely with teachers, who build trust, foster collaboration, empower teachers, and are visible (Blase and Blase, 1999). In this study, the authors investigate the impact of leadership style on student achievement, a byproduct of school climate within one suburban diverse co-ed middle school.